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EURI BELLE BOLTON, y 

►♦^ Extension Dept., G. N. L College ^♦^ 

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►♦♦ No. 31 ♦♦♦ 

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^♦^ Under Direction of State Jt-^ 

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DEPARTMENT OF EDUCATION 



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<♦ M. L. BRITTAIN <♦ 

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♦ State Superintendent of Schools ♦ 
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<♦ 19 2 1 ^j, 

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.'J. 



Educational Survey of 

Thomas County 

Georgia 



By 
M. L. DUGGAN, Rural School Agent 

AND 

EURI BELLE BOLTON, 
Extension Dept., G. N. L College 



No. 31 



Under Direction of State 

, DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 

1921 



IK'^ 






6^ 



^^ 



THOMAS COUNTY PUBLIC SCHOOL SYSTEM 

HON. C. H. RICE, Superintendent Thomasville, Ga. 



County Board of Education 

HON. B. W. STONE, Chairman Thomasville, Ga. 

HON. E. R. CLARK „ Ochlocknee, Ga. 

HON. B. C. REESE Boston, Ga. 

HON. M. J. LEE Boston, Ga. 

HON. T. C. McKIBBEN Cooledge, Ga. 



Home Economics Demonstration Agent 

MISS LILA FORREST Boston, Ga. 



County Health Officer 

DR. JOHN SCHRIVER Thomasville, Ga. 



NOTE: This survey of Thomas County was undertaken at the 
request of the county school administration, and v^^as made during the 
month of February, 1921. It did not include the negro schools, nor 
the schools within the independent systems of Thomasville and Boston. 

M. L. DUGGAN, Rural School Agent. 



LIBRARY OF CONGRESS 
POQWWiiNT« DIVISION 



THOMAS COUNTY 

Thomas County is located on the Florida line near the 
Southeast corner of Georgia. Its area is 530 square miles ; 
there are 650 miles of good public roads in the county, and 
some eighty miles of railroads. The population is about 
35,000; and the school population is 9,468, of whom 5,292 
are negroes. Climatic conditions make it an ideal winter 
resort, and the balmy gulf breezes in the summer make it an 
attractive place to live all the year round. Hence it has 
become famous for the wonderfully beautiful estates of 
many Northern millionaires who have come to make their 
homes there. The county was originally covered with for- 
ests of yellow pine, most of which have been sacrificed for 
turpentine and lumber except where preserved upon the 
large estates referred to above. Th soil is generally pro- 
ductive, the principal products being corn, cotton, sugar 
cane, peas, velvet beans, oats, melons, pears, pecans. The 
melon, truck, and nursery industries are assuming large pro- 




Hollywood Winter Home (New York Millionaire) 
3 



portions in the county. The pubhc roads of the county are 
generally good, and with a recent bond issue voted by the 
county for the purpose of road building it is proposed to 
construct 135 miles of concrete roads. This work is already 
under way. 




SULTAN DORE 
Owned by Thomasville Live Stock to. 



The live stock industry has been highly developed in 
Thomas County. Many specimens of the finest pure bred 
cattle and hogs of the various types ever exhibited have 
been raised and are owned in the county. 

Overseers and caretakers of live stock receive much 
higher salaries than school superintendents and teachers. 



MATERIAL ASSETS 

The tax digests of the county show a property valuation 
(at thirty-eight per cent of its estimated true value) of 
$12,783,604.00 to which should be added corporate property 
to the value of $1,297,489.00. The estimated real value of 
the property of the entire county, including corpol-ate prop- 
erty, is $36,324,996.00. 

The population of the county is about 35,000, of whom 

are negroes. The school population of the county is 9,468, 
of whom there are 4,175 white and 5,292 negro children. 

According to the tax digest and the census, there are in 
the county $1,486.58 worth of property per capita of the 
school population ; or, figuring the property at its estimated 
true value, $3,832.38 per capita of the school population. 
Dividing the white property by the number of white chil- 
dren we find, according to the tax digest, $3,084.38, or ac- 
cording to the estimated real value of the property $7,941,85 
per capita of the white school population. Likewise, dividing 
only the property held by the Negroes by the number of 
Negro children, we have according to the tax digests,, 
$226.89 per capita; or reckoned at its estimated true value, 
$597.09 per capita. 

Again, if the entire property of the county, (including 
independent systems), as shown upon the digests ($14,081,- 
093.00) were taxed five mills for school support it would 
yield annually $70,405.47. In addition to this the county 
(including independent systems) will receive from the State 
for school support $49,138.92, making a total of $119,544.39 
annually for the education of all the children of the county. 
To this could be added as much more as the local needs 
might indicate (within the Constitutional limitations of an 
additional five mills) through local levies by "local systems, 
municipalities, or school districts". 

A Question of Brain Power vs. Gas-Engine Power 

From last available published official reports there ap- 
pears to be 1,600 automobiles in Thomas County. At an es- 



timated average valuation of $1,000.00 each, these cost 
$1,600,000.00, which is above $168.00 per capita of the entire 
school population, black and white. The annual maintenance 
cost of these automobiles owned and operated in the county 
is many times the maintenance cost of operating all the 
public schools in the county. How the people of any county 
spend their money is significant. 

From the foregoing it is evident that Thomas County is 
abundantly able to provide as good schools for the children 
of the county as the citizens think their children deserve. 
The conditions as found and reported in this bulletin clearly 
show that progress in the development of public schools of 
the county has not kept pace with the development of the 
material interests of the county. 

EDUCATIONAL ASSETS 

The educational assets of Thomas County consist of the 
Thomasville independent public school system, the Boston 
independent public school system, and the county system 
under the administration of the County Board of Education. 
There are also two or three private institutions. 

The County School System consists of 21 one-teacher 
schools ; 12 two-teacher schools ; and 5 schools with three or 
more teachers. These schools are located from two to five 
miles apart, averaging 13 square miles per school. (The 
minimum contemplated under Georgia School Laws for a 
school district is 16 square miles). 

The one and two-teacher schools are operated in more or 
less uncomfortable buildings of one or two classrooms ; with 
no cloak rooms ; generally insufficient, and always improper- 
ly lighted ; some of them unceiled ; most of them unpainted ; 
none of them properly planned for school purposes; unat- 
tractive. The average estimated value of these buildings is 
about $700.00. They are seated with good patent desks, in 
some cases, and in other cases with very rough and uncom- 
fortable homemade desks, but nowhere sufficiently adjusted 
to the physical demands of the children of the several 
grades. In a few cases, the children are overcrowded to 



three or more per seat. Occasionally, there is a teacher's 
desk. The teaching equipment is limited in most cases to a 
blackboard, sometimes of very poor quality; a few cheap 
political maps; a chart; and occasionally a small globe ap- 
parently little used. 

In most cases it was difficult to ascertain information as 
to titles or areas of the school grounds. They are nowhere 
much improved, and in most cases, utterly neglected ; with- 
out sufficient playgrounds, or any play equipment; rarely 
any school gardens or flowers, although the woods around 
are full of wild flowers; and at none of them were sanitary 
toilets to be found. 

The attendance at these schools appears to be very irreg- 
ular and unsatisfactory. The total enrollment, according to 
official report, was 91.3% of the school census; while the 
average daily attendance was only 56.7% of the school 
census. 

ADMINISTRATION 

Our boasted Democracy proclaims that all men are born 
equal and should be guaranteed equal opportunities. But 
we are not living up to any such profession in the matter of 
providing equal educational opportunities to "all the children 
of all the people." Thomas County is not far from the 
other extreme, that of rank autocracy in educational oppor- 
tunities. The "accident of residence" seems to determine 
the educational opportunities provided for the "future citi- 
zens" of the county — whether rural or urban. If the policy 
of universal education is to be seriously undertaken for the 
county the entire public school policy and system must be 
revolutionized and so planned as to reach alike, in so far 
as possible, all of the county's children. True, there are 
only two places in this county where a legal wall of "inde- 
pendence" separates superior school advantages from the 
rest of the county; but it is also true that several similar 
superior schools in the county are clearly results of local 
initiative rather than of county-wide administration and 
they easily fall into a class widely differing from the strictly 



rural schools of fhe county. Thomasville, the county seat, 
and Boston are "independent systems"; while Pavo, Meigs, 
CooHdge, Ochlocknee, Ozell, and Metcalf have each forged 
forward in proportion to the degree of their respective local 
initiative, support, and supervision, over and above that 
given from the county administration. 

Qualitatively every school in the county should be made 
as good as any, and this is measurably possible and prac- 
ticable. Quantitatively, this would be impracticable and 
impossible. To provide adequate high school facilities (in- 
cluding necessary reference libraries, laboratories, etc.,) is 
a very expensive proposition and neither the funds avail- 
able nor the prospective patronage would justify more than 
a very few in any county. The many failures in so-called 
high schools furnish abundance of proof from experience. 
Probably as many weak primary and elementary rural 
schools over the State are due to their unwisely attempting 
high school work as to any other cause, and thus a very poor 
foundation is laid for the education of many children in a 
vain effort to advance ( ?) the few. To organize the school 
system as a county unit under central administration, super- 
vision and support, and for greatest economy and highest 
efficiency to serve "all the children of all the people", con- 
ditions in Thomas County seem to indicate that there might 
be four "Approved" Senior High Schools, viz. : Thomasville, 
Boston, Pavo, and Meigs. It is doubtful if any other school 
in the county could meet all requirements for this class 
without seriously impairing the quality of service in pri- 
mary and elementary grades. However, demand and con- 
ditions would seem to justify "Approved" Junior High 
Schools at Coolidge, Ochlocknee, Metcalf and Ozell. A good 
Junior High School will serve the community far better than 
an inadequately equipped Senior High School. 

Besides the eight mentioned, it is doubtful if any other 
school in the county should attempt any high school work 
at all, certainly not until the quality of their primary and 
elementary work is much improved and their facilities are 
greatly increased. Many of the one-teacher rural schools 



should be limited to four or five grades until these show 
much better results than at present. With such improved 
organization and an improved teaching force, under con- 
stant supervision, educational opportunities of the county 
would be far better equalized and greatly improved. 

An important question being much and favorably dis- 
cussed over the State at this time is whether it would not 
result in "the greatest good to the greatest number" if an 
entire county, including the county seat, were working to- 
gether for the good of all. To paraphrase a remark of the 
late President Roosevelt, "The county will never have the 
best schools for any of its children until it has good schools 
for all of its children." The county seat is as much de- 
pendent upon its rural public schools as upon its rural public 
roads for its prosperity, and should be as willing, even from 
a selfish standpoint, to promote their efficiency. Public 
roads, public health, public schools, and all other public in- 
stitutions are for the good of the entire public, and the 
costs of maintenance should be distributed accordingly. 
As in matters of taxation for the support of other institu- 
tions for the public good, no lines should be drawn except 
county lines. To adequately meet the demands of democracy 
or promote the highest interests of the county, equal edu- 
cational opportunities should be extended to all the children. 
The accident of residence should not handicap any child. 
No child should be penalized educationally because it lives in 
city or country. Financial support should be as liberal in 
the education of the one as the other, and close and constant 
and expert supervision should be assured alike to both. 

In working out a plan for practically accomplishing this, 
however, great care should be had that no policy is under- 
taken that would impair the efficiency of any school or 
system, or lessen the educational opportunities of any child. 
The purpose should be to improve all without impairing any. 
The highest interests of a county and its county seat are 
mutual and interdependent one upon the other. Neither 
can prosper permanently without sharing its prosperity, 
nor suffer seriously without imposing its misfortunes upon 



the other sooner or later. The theory of democracy in edu- 
cation should become a practice, and this is now the ten- 
dency in many progressive counties of the State. The Con- 
stitution of 1877 made it so in four counties, others are vol- 
untarily or by legislative action following their example, 
and our next Constitutional Convention will likely require it 
in every county — unless accomplished by earlier legislation. 

The administration has been left largely in the hands of 
local trustees, and there has been no close professional su- 
pervision of the teaching processes in the various schools. 
Wherever and whenever there is secured a competent 
teacher, the results show up a little better for the time 
being, and as well as could be reasonably expected under 
adverse conditions. 

The school year is very short, being only five and a half 
months except as increased by local initiative and support. 
This local support is varying and uncertain from year to 
year, and sometimes fails in the middle of the term. 

The State school funds are appropriated to the several 
schools upon the basis of last year's attendance, and local 
trustees elect "the teacher. As probably an extreme illus- 
tration of this policy and its operation, one school was found 
which enrolled about 100 pupils last year, requiring two 
teachers. The combined salary of these two teachers en- 
titled this school, under such policy, to an appropriation of 
$100.00 per month for this year. The local trustees elected 
a new teacher (holding second grade certificate) as prin- 
cipal. She declined the position at the salary of one teacher, 
but proposed to the local trustees to accept the school with- 
out an assistant if they would pay her the combined salary 
appropriated. The proposition was accepted. We found 45 
pupils present on the day we visited the school. The daily 
schedule showed more than thirty recitation periods. Fur- 
ther comment is unnecessary. 



10 



CONSOLIDATION 

Not much, if anything, should be done towards improve- 
ments in the school houses and equipment until the problem 
of consolidation is worked out. As already stated, there 
are more "little schools" in Thomas county than the law 
contemplates or the needs indicate. Very great improve- 
ment to the system can be accomplished through consolida- 
tion and, where necessary, transportation. No attempt is 
made to outline definitely any full program of consolidation 
in this report. However, to make our recommendations con- 
crete we call especial attention to the territory situated be- 
tween the forks of the Ochlocknee river in the Northern 
part of the County. This territory consists of about 36 
square miles, with a school population of about 275 children. 
At present they are served by three little schools, usually 
employing four teachers, the pupils upon investigation 
showing exceedingly meager educational results. An ade- 
quate building erected at a central location would be easily 
reached by several good roads with very little, if any, trans- 
portation of pupils. Every child in the territory would get 
the benefits offered by a modern consolidated school while 
the citizens of the district would quickly become very proud 
of such an institution. None of them "point with pride" to 
either of the three which they now tolerate. 

There are a number of other places in the county where 
similar problems of consolidation could be easily worked 
out by a vigorous central administration, giving considera- 
tion only to the public interests, and not too much to local 
prejudices and petitions. 

The public school funds have increased very much more 
than the public schools have been improved. The people 
would be entirely willing to pay, through school taxes, more 
dollars for education if they were assured that their chil- 
dren would get more education per dollar. Before much 
improvement can be expected in the schools, there will have 
to be complete reorganization in the system. Based upon 
conditions and results as found and reported in this bul- 

12 



letin, and guided by successful experiences of educational 
systems elsewhere, it seems wise to offer for the earnest 
consideration of school officials and patriotic citizens of 
Thomas county the following: 

RECOMMENDATIONS 

1. A COUNTY UNIT SYSTEM OF PUBLIC SCHOOLS, 
consisting of Senior High Schools, Junior High Schools, 
common schools, a few Primary schools — and eventually 
Kindergartens, — all under a strong central administration 
and ample expert supervision. 

2. LIBERAL SCHOOL TAX LEVIES against all of the 
property for the education of all of the children of the 
county. 

3. A careful grouping of the schools, and a gradual and 
progressive policy of consolidation of the rural schools 
around such centers as give best promise of permanency and 
efficiency. Transportation where necessary. Limitation of 
the grades per teacher where full consolidation is not feas- 
ible. 

4. A stronger teaching force. A higher standard of 
scholarship and training should be required. No school can 
be any better than its teacher. 

5. Free text-books as soon as a thorough business-like 
system is inaugurated. 

6. Ample office room, office equipment, office help, etc., 
providing for such full information and records as would be 
demanded for the successful conduct of any "big business". 

THE TEACHING FORCE. 

It was impossible to secure information concerning the 
training and experience of all the teachers. The data se- 
cured shows, however, that the teachers of the small schools 
are not so well trained and have not had so much experience 
as the teachers of the larger schools. Of the 31 teachers in 
the small schools surveyed, only 1 had college training; 7 
had normal training, and 7 were high school graduates. 

13 



The remaining 16 had less than four years of high school 
work, and of these sixteen, 6 had attended one summer 
school. Two of the large schools surveyed do not have any 
teachers who have not had either normal or college training. 

It would be possible for the county to secure better trained 
teachers for the smaller schools if a different plan were 
adopted as the basis for the salary schedule. The present 
plan for the payment of teachers is discussed elsewhere in 
this bulletin. It is enough to say here that no school system 
will ever have a well trained teaching force until the admin- 
istration of that system recognizes the importance of train- 
ing and pays a highei- salary to the trained teacher than is 
paid to the untrained teacher. 

The qualifications of the teachers in the small schools of 
Thomas County compare favorably, however, with the quali- 
fications of the teachers in the small schools of some of the 
counties surveyed. (See the Bulletin on Johnson County.) 
The small schools of Thomas County made higher scores on 
the tests than those made by the small schools of Johnson 
County. This fact is a decided argument for better trained 
teachers. 



TABLE SHOWING AGE-GRADE DISTRIBUTION OF PUPILS IN 
THE LARGER SCHOOLS OF THOMAS COUNTY. 

AGE 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total 

Grade 

I 5 57 25 14 3 4 — 108 

II — 4 19 21 2 7 3 2 — — 58 

III — 1 7 20 14 11 6 2 — 2 — 1 _ _ _ 64 

IV — 10 22 31 18 13 5 2 'l — — — — 102 

V ■ — 1 2 14 13 13 5 3 5 1 — — — 57 

VI — — 2 4 14 15 12 10 6 1 — 66 

VII ______ 3 16 10 12 6 3 1 51 

VIII — _— 2 6 10 7 4 29 

IX ____ 1 1 7 14 5 4 2 2 36 

X ______ 7 8 6 1— 22 

XI 1—1 2 

Totals 5 62 51 m 45 71 57 66 39 46 46 23 12 3 3 595 

14 



TABLE SHOWING AGE-GRADE DISTRIBUTION IN THE ONE- 
AND TWO-TEACHER SCHOOLS OF THOMAS COUNTY. 

AGE 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total 

Grade 

I 17 106 69 62 33 18 7 8 1 — 321 

II — 11 30 39 40 18 8 9 4 2 1 162 

III — 2 9 21 34 37 35 16 15 7 4 — 1 — 181 

IV — — 1 7 10 28 26 16 25 13 9 3 1 — 139 
V — 1 1 11 16 23 14 9 8 5 3 2 93 

VI 1 10 14 18 15 9 2 2 1 72 

VII 1 4 13 15 6 7 2 2 50 

VIII 1 6 9 14 5 1 36 

Totals 17 119 109 130 118 113 103 90 91 67 46 31 14 6 1054 



TABLE SHOWING THE NUMBER AND PERCENTAGES OF 

OVER AGE OR RETARDED CHILDREN IN THE 

SCHOOLS OF THOMAS COUNTY. 





I II 


III IV V 


VI 


VII 


VIII IX X Grades 


No. Pupils 
Percentages 


129 82 
40.2 50.6 


115 93 64 
63.5 66.9 68.8 


47 
65.3 


32 
64 


29 One and two 
80.6 teacher schools. 


No. Pupils 
Percentages 


21 14 
19.4 24.1 


22 39 27 
34.4 38.2 47.4 


29 
43.9 


22 
43.1 


11 13 7 Larger 
37.9 36.1 31.8 schools. 



RETARDATION AND ELIMINATION. 

The Age-Grade tables printed above were compiled 
from the teachers' monthly reports for the month 
of January 1921. It was impossible to secure reports from 
one of the one-teacher schools, from two of the two-teacher 
schools and from the Pavo High School. For this reason, 
the tables do not include all of the children in the county 
and are not absolutely accurate. A span of two years is al- 
lowed for the completion of each grade and the table is 
therefore very liberal. Children are supposed to enter the 
first grade at the age of six. Thus, children in the first 
grade six or seven years of age are considered normal; 
children in the second grade seven or eight years of age are 
considered normal, etc. Those children in the various grades 

15 



who are older than the normal age for their grades are over- 
age or retarded. 

A study of the Age-Grade tables and of the table giving 
the numbers and percentages of retarded children in the 
two types of schools shows that the problem of retardation 
in the schools of Thomas County is very serious. Out of 
1054, 621 or 58.92% of the pupils in the one- and two- 
teacher schools are retarded; out of 595, 205 or 34.45% of 
the pupils in the larger schools are retarded. The percent- 
ages of retardation in all of the grades of the smaller schools 
are much higher than those in the grades of the larger 
schools. As pointed out elsewhere in this bulletin, the great- 
er retardation in the smaller schools is the result of the un- 
favorable conditions of these schools. The buildings of these 
schools are inadequate and have very little equipment; the 
average length of the school term is 5y2 months ; the teach- 
ers are largely untrained and inexperienced and usually 
teach at the same school only one year; the average length 
of the recitation period in these schools is 10 or 15 minutes. 
Under these conditions children can not do as thorough work 
nor progress through the grades at the same rate as do 
pupils who attend the larger schools for eight months in 
the year where one teacher devotes all of her time to one or 
two grades. It is an expensive proposition to educate re- 
tarded children. 

In the one-teacher schools there are eight children in the 
first grade who are each five years retarded. The county 
has spent $23.00 each year, or $92.00 during the past four 
years for those children to get the first grade work offered 
by the schools. Those children have failed to do the first 
grade work either because they were not at school or be- 
cause irregular attendance has caused them to fail to be 
promoted to the next grade, and the county is spending 
$23,00 again this year that these same children may do this 
work. 

It would be economy for the county to provide such 
schools that the retardation of pupils will be largely pre- 
vented. 

16 



Children who drop out of school before they complete 
the seventh grade have not acquired the elementary prin- 
ciples of an education. Of 321 pupils entering the first grade 
in the one- and two-teacher schools, only 50 or 15.57% stay 
in school long enough to reach the seventh grade ; of the 108 
pupils entering the first grade in the larger schools, only 51 
or 47.22% stay in school long enough to reach the seventh 
grade. Thus it is readily seen that Thomas County is fail- 
ing to educate a large percentage of its children. 

The failure of the smaller schools to hold the children in 
school is very striking. This failure is due to many causes 
but among them these are the most important : lack of thor- 
oughness in class-room work and retardation. Children who 
have not mastered the elementary principles of reading, 
writing, arithmetic, spelling and language in the lower 
grades find it difficult to master the subjects taught in the 
6th and 7th grades, and school work to them is a burden. 
If the pupils are retarded, they are attempting to do work 
that has been outlined for children w^ho are younger than 
they are and the work has very little interest for them. 
Because of these two difficulties, many of them get dis- 
couraged and drop out of school. 

CLASSROOM WORK. 

Some of the small schools were closed at the time the 
survey was made. For this reason, and because of a lack 
of time, it was impossible to give all of the tests used in 
the survey in all of the schools. But notwithstanding the 
fact that the study of classroom work and of classroom con- 
ditions was brief, some very definite conclusions may be 
drawn as to the type of work being done in the various 
schools. 

1. The results of the tests, as given in the tables on the 
following pages, show that, on the whole, the work being 
done in reading, language, arithmetic, and writing in all of 
the schools of Thomas County is below the standard. 

2. The larger schools (this term includes all schools hav- 

17 



ing three or more teachers) are doing much more thorough 
work than the one- and two-teacher schools. The great dif- 
ference in the quality of work done in the larger schools and 
in the smaller schools is indicated by the scores made in 
reading by the two types of schools. The comparative scores 
made by the smaller and the larger schools is not given for 
all of the tests. The scores made on the arithmetic and on 
the language test indicate that these subjects, as well as 
reading, are better taught in the larger schools. Since a 
child's ability to learn any school subject depends upon his 
ability to read understandingly, it is logical to conclude that 
schools in which reading is poorly taught are getting poor 
results in all of the classroom work. For this reason only 
the scores in reading are given in comparison. 

3. The classroom work in the one- and two-teacher 
schools is very poor. A few of the smaller schools, however, 
are doing very good work, notwithstanding the unfavorable 
conditions under which the teachers have to work. Patten 
and Singleterry are two exceptions to the general statement 
made above. The median score in comprehension in read- 
ing made by the eighth grade pupils in the smaller schools 
is 15,0. The standard score in comprehension for the fifth 
grade is 17.8; so it is seen that the reading ability of the 
eighth grade pupils in these schools is 2.8 points below the 
standard for fifth grade pupils. The scores made in lang- 
uage and arithmetic, and the quality of handwriting in these 
schools is correspondingly low. 

4. As pointed out elsewhere in this bulletin, this differ- 
ence in the quality of work being done m the smaller schools 
and in the larger schools is the result of the unfavorable 
conditions of the smaller schools. If the people of Thomas 
County would give all of the children of the county an equal 
opportunity to acquire an education they will have to pro- 
vide a longer school term for all of the schools, build larger 
schools, and pay sufficient salaries to secure better trained 
teachers for all of the schools. 



18 



READING. 

The Monroe Standardized Silent Reading Test was given 
to all of the grades from the third through the eleventh, in- 
clusive. Test I was given to grades 3, 4 and 5 ; Test II was 
given to grades 6, 7 and 8 ; and Test III was given to grades 
9, 10 and 11. This test measures the pupil's rate of reading 
and his ability to understand what he has read. 

The rate and the comprehension scores made by all of the 
grades of the one- and two-teacher schools are below the 
standard. The rate scores of all except the ninth and elev- 
enth grades and the comprehnesion scores of all of the 
grades in the larger schools are below the standard. The 
high school grades in the larger schools are not so far below 
the standard as are the primary and the intermediate 
grades. This fact does not indicate that the pupils in the 
high school grades have received better training in silent 
reading than the pupils of the lower grades. The two most 
important reasons for the better score in the high school 
grades are these: first, the pupils of these grades through 
their continued study have developed a greater ability l;o 
read understandingly ; second, through the process of elim- 
ination, a large number of the weaker pupils entering the 
lower grades have dropped out of school, and thus the few 
pupils in the high school represent a select group of strong 
pupils. 

The scores made by all of the grades (except the fifth) of 
the smaller schools are lower than the scores made by the 
grades of larger schools. The low score made by the fifth 
grade of the larger schools is due to the very low scores 
made by the large number of pupils in the fifth grade of the 
Coohdge School. A study of the table will show that the 
fifth grade of all of the larger schools except Coolidge is 
higher than the fifth grade score of the smaller schools. 
Therefore the fact that the fifth grade score in reading for 
the small schools is higher than the combined fifth grade 
score for the larger schools does not indicate an error in, nor 
an exception to the general statement made in the beginning 

19 



of the discussion that the classroom work of the larger 
schools is more thorough than the classroom work being 
done by the smaller schools. 

The scores made in reading by the high school grades of 
the Meigs and the Pavo Schools are nearer the standard than 
the scores made by the high school grades of the other large 
schools in the county. The Meigs school and the Pavo school 
have better financial support, better buildings, better equip- 
ment, and more teachers in the high school department than 
the other large schools, and are consequently doing better 
work. 

TABLE SHOWING MEDIAN SCORES IN SILENT READING 
MADE BY THE SCHOOLS OF THOMAS COUNTY. 

MONROE SILENT READING TEST. 



GRADES 


HI 


IV 


V IVI 


VII 


VIII 


IX 


X 


X 


Rate 
Compre- 
hension 


52. 

6.8 


70. 

12.7 


87. 90. 
17.8 18.5 


100. 

22.8 


106. 
26.0 


83. 
23.0 


85. 
25.4 


90. 

27.2 


Rate 
Comp. 


27. 
2.0 


31. 

4.6 


67. 54. 
10.5 10.7 


69. 
13.7 


69. 
15.0 






One & Two 
Tchr. Sch. 


Rate 
Comp. 


39. 
4.0 


54. 

7.2 


59. 69. 
10.1 12.3 


87. 
16.7 


69. 
17.0 


86. 
19.8 


77. 
22.0 


81. Three or 
26.0 More Teh. 


Rate 
Comp. 


31. 
3.6 


54. 
6.0 


59. 69. 
8.0 13.0 


69. 
15.0 


54. 
10.0 


81. 
17.0 


86. 
19.0 




Rate 
Comp. 


31. 
3.0 


59. 
7.0 


67. 69. 
12.0 13.0 


89. 
21.0 


69. 
13.0 


77. 
23.5 


55. 
13.5 


55. Meigs 
22.0 High Sch. 


Rate 
Comp. 


44. 
4.0 


59. 
6.0 


67. 67. 
11.0 10.8 


98. 
17.5 


81. 
20.0 


86. 
23.0 


86. 
28.0 


86. Pavo 
30.0 High Sch. 


Rate 
Comp. 


44. 
4.2 


44. 
7.0 


67. 69. 
12.7 11.2 


69. 
12.9 


54. 
12.6 


87. 
20.0 


68. 
22.0 


Metcalf, 
Ochlochnce 
& Ozell 



ARITHMETIC. 

The arithmetic test used in the survey was Woody-Mc- 
Call's Mixed Fundamentals, Form I. The test consists of 35 
miscellaneous examples involving the addition, subtraction, 
multiplication, and division of simple numbers, fractions and 
decimals. These examples are all printed on one sheet and 
are so arranged that they increase in difficulty. A time 
limit of 20 minutes is allowed for the completion of the test. 

20 



The test is given to all of the grades from the third through 
the eighth, inclusive. The test was given to only two of the 
larger schools and was not given to the third and fourth 
grades in both of these schools. The median scores made 
by the grades of these two schools are included in the table 
to show that even two of the weaker large schools are doing 
better work in arithmetic than the small schools are doing. 

TABLE SHOWING THE MEDIAN SCORES MADE IN ARITHME- 
TIC BY SOME OF THE SCHOOLS OF THOMAS COUNTY, 
AS COMPARED WITH THE STANDARD SCORES. 

Woody-McCall Mixed Fundamentals Form I. 



GRADES 


Ill 


IV 


V 


VI 


VII 


VIII 


Standard Score 


13.0 


18.5 


24.0 


28.5 


31.0 


33.0 






One- and Two-Teacher Schools... 


7.0 


11.7 


17.3 


19.6 


23.0 


24.0 


Two Larger Schools* 


— 


— 


19.0 


21.0 


23.5 


28.0 



*It must be remembered that these scores represent only two of the 
larger schools. 

A comparative study of the median number of examples 
worked correctly will show that all of the grades in the 
smaller schools and in the two larger schools are more than 
a grade below the standard scores for the respective grades. 
In the smaller schools the upper grades are much further 
below the standard than the lower grades. The low scores 
made by the grades seem to be the result of two causes: 
inaccuracy on the part of the pupils in working examples in- 
volving simple processes that were thoroughly understood, 
and a failure of the teachers to work towards any definite 
standard of accomplishment in arithmetic work for the vari- 
ous grades. In many instances fifth grade pupils failed to 
subtract correctly a simple example of three figures and 
eighth grade pupils failed to multiply by two figures cor- 
rectly. A study of their work shows that they understood 
the processes involved, but had not been trained to habits of 
accuracy in work. In some of the schools the fourth grade 
pupils understood the processes of addition, subtraction, 
multiplication, and division involving simple numbers; in 

21 



other schools the fourth grade pupils were not able to mul- 
tiply correctly by one figure and did not understand how to 
multiply by two figures. In some of the schools the sixth 
grade pupils could work all of the simple examples involving 
decimals and fractions; in others the sixth grade pupils 
could not add $12.50 plus $16.75 plus $15.75, nor solve 2^ 
— 1 = ? This inequality of accomplishment by the grades 
of the different schools is the result of a lack of supervision 
and the changing of teachers from one school to another 
each year without leaving for the succeeding teacher any 
record of what she has accomplished. 

LANGUAGE. 

The Trabue Language Scale B was used in measuring the 
work in language. The test and instructions given to pupils 
are printed below. 

INSTRUCTIONS. 

This sheet contains some incomplete sentences — sentences 
in which some of the words are left out. There is a blank in 
each place where a word should be written. You are to write 
one word on each blank, in each case writing the word which 
makes the most sensible statement. 

You will have just seven minutes in which to sign your 
name and age at the top of the page and write the words 
that are missing. The papers will be passed to you with the 
face downward. Do not turn them over until you are told to. 
After I tell you to start, remember that you are to write 
just one word on each blank and that your score depends on 
the number of perfect sentences you have at the end of 
seven minutes. 



22 



NAME 

Write only one word on each blank GRADE 

Time Limit: Seven minutes AGE (on last birthday) 

TRABUE 

LANGUAGE SCALE B 

1. We like good boys girls. 

2. The is barking at the cat. 

3. The stars and the will shine tonight. 

4. Time often more valuable than money, 

5. The poor baby as if it were sick. 

6. She if she will. 

7. Brothers and sisters always to help 

other and should quarrel. 

8 weather usually a good effect 

one's spirits. 
9. It is very annoying to tooth-ache, 

often comes at the most time imaginable. 

10. To friends is always the it 

takes. 

The test was not given to all of the larger schools and for 
this reason only the median scores made by the grades in 
the smaller schools are included in the table printed below. 

GRADE MEDIANS MADE BY THE ONE- AND TWO-TEACHER 

SCHOOLS OF THOMAS COUNTY AS COMPARED 

WITH THE STANDARD. 

TRABUE LANGUAGE SCALE B. 



GRADES 


Ill 


IV 


V 


VI 


VII 


VIII 


Standard 


8.0 


10.0 


11.4 


12.4 


13.4 


14.4 


One- and Two-Teacher Schools 


6.3 


8.1 


9.5 


11.4 


12.1 


12.3 



As shown by the table above the scores of all of the grades 
in the smaller schools are a year below the standard and the 
eighth grade score is two years below the standard. Since 
only one of the short scales was used in the survey, it is not 
possible to make a study of individual capacity nor to check 
up the accuracy of grading in the various schools. The re- 
sults of the test show, however, that the language work in 
the smaller schools is far below the standard. These schools 
are failing to develop in the pupils the ability to select and 
use words correctly. The papers show especially a lack of 
understanding of the correct use of singular and plural 
verbs. 

23 




WEST SIDE PUBLIC SCHOOL 




EAST SIDE PUBLIC SCHOOL 
Thomasville, Ga, 




Pavo High School. 



Meigs High School. 



The Meigs High School has recently been remodelled and 
made adequate to meet the school needs, and is providing the 
necessary equipment for the science work in the high school. 
The school has running water, inside toilets and is providing 
playground equipment. The standards of the school are be- 
ing raised and an effort is being made to put it on the ac- 
credited list. 

The Pavo High School has a brick building and has made 
much improvement in the last few years. The school has a 
Department of Vocational Agriculture. There are twelve 
teachers and they all have either college or normal training. 
Both Meigs and Pavo are four-year high schools. 



25 



COOLIDGE — Teachers: J. G. Garrison, Miss Prudence Blalock, Miss 
Gertrude Coghlan, Miss Alma Barrow, Miss Sarah Perry, Miss 
Jewel Martin, Coolidge, Georgia. Two and one-half miles west to 
Pine Grove; 4 miles east to Enon; 5 miles south to Merrillville. 
Grounds: Area, 4 acres; titles in Board of Education; landscaped; 
pecan and oak ti'ees planted; open well; some play equipment; 
supervised play; two surface toilets, well kept. Building: Value 
$12,000; seven rooms; well lighted; new and in good condition; 
well kept; no cloak rooms but lockers are to be supplied. Equip- 
ment: Single and double patent desks; composition blackboards; 
a good library; maps; globes; pictures; reference dictionary; 
teachers' desks. Domestic science equipment; special reference 
library for teachers. Organization: Six teachers; ten grades; 
220 enrolled; programs posted; industrial work; 8 months school 
year. 

OCHLOCKNEE— Teachers: Prof. Chas. E. New, Miss Nelle Dekle, 
Mrs. Leta Stephens, Miss Carrie Harrison, Ochlocknee, Ga. Cen- 
ter Hill 3 miles north. Grounds: Area, IV2 acres; level; open 
well on grounds; no play equipment; no gardens; two surface toi- 
lets in very bad condition. Building: Value $3,000; four rooms; 
insufficiently lighted; floors oiled; no cloak rooms; unpainted. 
Equipment: Double home-made desks, and double and single pat- 
ent desks; hylo-plate blackboard; two maps; 1 small globe; a few 
framed pictures; a few books; a reference dictionary; teachers' 
tables. Oi'ganization: 4 teachers, 10 grades, 8 months school 
year. 

METCALFE— Teachers: E. E. Bishop, Mrs. E. E. Bishop, Miss Jewel 
Gardner, Miss Mary Glisson, Metcalfe, Ga. About six miles to 
Springhill School. Grounds unimproved; supervised play; no gar- 
dens; two surface toilets. Building: Value $1,500.00; five rooms; 
improperly lighted; painted. Equipment: Single and double pat- 
ent desks; poor and insufficient blackboards; a small library; a 
few framed pictures; no other equipment. Organization: Four 
teachers; ten grades; 100 enrolled; no indifstrial work; no clubs; 
$2,600.00 per annum for maintenance. 

OZELL SCHOOL — Teachers: Misses Laura Smythe and Beulah Shan- 
kle. Area, 4 acres; titles in Local Trustees; ample play grounds, 
fine grove, yards fenced, good school garden. Value of building 
$5,000.00; two rooms, auditorium, cloak rooms; painted and in 
good condition; properly lighted; floors oiled; patent desks; teach- 
ers' desks; maps in case; reference dictionary with stand; library. 
Enrollment 94; ten grades; poultry and canning clubs; local tax. 

26 



BARNETT'S CREEK— Walker, four miles southwest. Teacher: Miss 
Bessie Sasser, Thomasville, Georgia. Building: Two rooms; 
painted; no play equipment; supervised play; no school garden. 
Single patent desks; hyloplate blackboard (needs reslating) ; no 
charts; one map (in bad condition); a teacher's table; a "World 
Book" library; a reference dictionary. Organization: One teacher, 
eight grades, 35 enrolled; 28 recitation periods; canning, pig and 
poultry clubs; school year 5^2 months. $522.50 maintenance per 
year. 

PEBBLE HILL— Teacher: Miss Gladys Edmondson, Morven, Ga. 
Center Hill one and a half miles east; White, two and one-half miles 
northwest. Grounds: 2 acres; title in local trustees; supervised 
play; no play equipment; open well; no garden; two surface toi- 
lets. Building: Value, $1000.00; two rooms; improperly lighted; 
well kept; painted. Equipment: Double patent desks; slate-cloth 
blackboard; a large globe and teacher's table; no other equipment. 
Organization: One teacher; seven grades; 22 enrolled; 30 recita- 
tion periods; school year 6 months; maintenance $300.00. 

PROSPECT SCHOOL— Three miles east to Five Forks; 4 miles north- 
east to Patton; three and a half miles west to Dillon. Teacher: 
Miss Marie Miller, Boston, Ga. Grounds: Unimproved, ample 
playgrounds, no school garden, surface toilet. Value of building, 
$1,200.00; two rooms; not painted; in good condition. Single pat- 
ent desks; poor blackboard; no charts, globe, dictionary; sand 
table. Enrollment 36; canning and poultry clubs. 

SPRING HILL— Teachers: Miss Ruth Connally, Ochlocknee, Ga. 
Grounds: Area 2 acres; no play equipment; play supervised; 
open well on grounds; one surface toilet in very good condition. 
Building: Value $1,000.00; one room; good material, but poorly 
planned; floors oiled; painted inside and outside. Equipment: 
Double patent desks; slate cloth blackboards; three maps; a ref- 
erence dictionary; a teacher's desk and chair; no other equipment. 
Organization: One teacher, seven grades, enrolled 42; 22 recita- 
tion periods; no industrial work; no clubs; 5V2 months school 
year; $412.50 maintenance. 

CENTER HILL— Teachers: Misses Bertie Pilcher and Mamie Wat- 
son, Ochlocknee, Ga. Three miles south to Ochlocknee; 3 miles 
southeast to Mclntyre; 4 miles north to Meigs; 2 miles west to 
Pebble Hill; 3 miles northwest to Law. Grounds: Area, 2% 
acres; titles in local trustees; level; open well; some play equip- 
ment; supervised play; a flower garden; two surface toilets (in 
good condition). Building: $800.00 value; 2 rooms; 2 cloak 
rooms; painted outside. Equipment: Double patent desks (not sufl"i- 
cient in number); hyloplate blackboard; a chart; a globe, a few 
framed pictures; a, small library. Organization: 2 teachers, 8 
grades. 112 enrolled; no program posted; 22 recitation periods; 
no industrial work; no clubs. Seven months school year. Main- 
tenance $1,190.00. 

28 



PLEASANT GROVE— Teacher: Miss Pansy Reese, Pavo, Ga. Patten 
2^/4 miles northwest; Cross Roads 3 miles south. Grounds: Area, 
one acre; unimproved; no play equipment; no school garden; one 
surface toilet (in bad condition); open well. Building: Value 
$750.00; one room; improperly lighted; vmpainted. Equipment: 
Double patent desks and home made desks (very uncomfortable); 
poor blackboard; one map; no other equipment. Organization: 
One teacher; 7 grades; 36 enrolled; 28 recitation periods; no pro- 
gram posted; 5^^ months school year. Maintenance $412.50. 

UNITY SCHOOL— Four miles northeast to Ozell; 2 miles south to 
Boston; 4 miles west to Summerhill. Teachers: A. W. Riley, 
Boston, Georgia. Area: 2 acres, titles in local Trustees; grounds 
improved and fenced; well on lot; two surface toilets in bad con- 
dition. Value of building, $800.00; one room; painted outside and 
inside. Double patent desks; poor blackboards; maps in case; 
charts; globe; pictures; reference dictionary; covered water cool- 
ers. Enrollment 52; six grades. Local tax of 3 mills. 

PINE GROVE — Teachers: Miss Dollie Lennard, Miss Myrtle Lennard, 
Coolidge, Ga. Coolidge 2^/2 miles east; Rock Hill 3V2 miles west 
(Colquitt County). Grounds: Area, one acre; level, enclosed, 
unimproved; open well (very shallow); no play equipment; one 
surface toilet (in need of repairs). Building: $1,000.00 value; 
two rooms; insufficient lighting; poorly kept; one room unceiled; 
no cloak rooms; one room has been painted outside. Equipment: 
Double home-made desks; poor blackboard; a few maps; no other 
equipment. Organization: Two teachers; 8 grades; 75 enrolled; 
no programs posted; no industrial work; 25 and 18 recitation pe- 
riods. Five and a half months school year. Maintenance: $687.50 
per year. 

WANNLEIGH SCHOOL— Miss Vititia Dykes, teacher, Thomasville, 
Ga. Spacious grounds. No playground equipment. Building: 
New and in good condition; value, $1,000.00; lighting, improper; 
painted, inside and out. Equipment: Single patent desks; teach- 
er's desk; good blackboard; cooler. Floor oiled. (School was not 
in session when survey was made.) " 

FREEDONI A— Teachers: Misses Lillian Petterson, Calla Smith, Bos- 
ton, Ga. Stanaland four miles northwest; Merrillville about 5 
miles northeast. Grounds: Area, one acre; level and well kept; 
unimproved; well with pump; no play equipment; no gardens; one 
surface toilet. Building: $1,000.00 value; two rooms; improper 
and insufficient lighting; no cloak rooms; floors oiled; has been 
painted. Equipment: Double home-made desks; slate-cloth black- 
board; one U. S. map; no charts, no globes, no library, no refer- 
ence dictionary; a few pictures. Organization: Two teachers; 8 
grades; no program posted; 80 enrolled; 27 and 25 recitation pe- 
riods; school year 1^2 months; $1,007.50 for maintenance. 

30 



SUMMERHILL SCHOOL— Three miles north to Prospect; 5 miles 
southeast to Boston; 4 miles east to Unity; 4 miles south to Anti- 
och. Grounds unimproved; value of building, $500.00; two rooms; 
insufficient lighting-; building in bad condition; not painted. Dou- 
ble patent desks; poor blackboards; no maps, charts, globes, ref- 
erence dictionary, or pictures. Enrollment 50; ten grades; two 
teachers; Mrs. R. L. Reddock and Miss Archie Ward, Boston, Ga. 
Local tax 5 mills. 

BEULAH SCHOOL— Teacher, Miss Claude Stegall, Thomasville, Ga. 
(School not in session when survey was made). Building: Was 
formerly a residence; value $500.00. Equipment: Single patent 
desks; hyloplate blackboard. Two miles to Thomasville. 

McGRAW — Teachers: Miss Alice Williams., Miss Eura Lee Barrow, 
Pavo, Ga. Hobbs School 2^2 miles west; Pavo 3 miles east. 
Grounds: Area, 2 acres; titles in County Board; nice, level play 
grounds; no play equipment; enclosed; two surface toilets (in 
bad condition). Building: Value $900.00; three rooms, insulfi- 
ciently and improperly lighted; maps in case; one primary chart; 
a globe; framed pictures; reference dictionary; an organ. Organ- 
ization: Two teachers; eight grades; 69 enrolled; 55 recitation 
periods; canning and pig clubs; school year 6 months; $840.00 for 
maintenance. 

McINTYRE SCHOOL— Teacher: Miss Myrtis Chastain, Ochlocknee, 
Ga., Route 2. Area, 2% acres; good playgTound space; no equip- 
ment; open well on grounds. Building: One room; improperly 
and insufficiently lighted; badly kept. Double home-made desks; 
very poor blackboard; no chart, no globe, no dictionary. Organi- 
zation: One teacher, seven grades, enrolled 71; forty recitation 
periods. Maintenance: $550.00 per annum. Five miles to Stana- 
land. 

V 

MERRILLVILLE— Teachers: Mrs. W. L. McMillan, Mrs. Lillie Bird, 
Merrillville, Ga. Four miles north to Coolidge; 3 miles west to 
Sherrod; 4 miles east to Hobbs. Grounds: Large; titles in Trus- 
tees; ample play grounds; no gardens; surface toilet. Building: 
Value, $600.00; 2 rooms; well kept; no cloak rooms; unpainted and 
unceiled. Equipment: Home-made and patent desks; no black- 
boards; no maps; no charts; no pictures; no dictionary. Organi- 
zation: Two teachers; 8 grades; 73 enrolled; dVz months school 
term. 

32 



DILLON SCHOOL— Miss Willie Mae Stephens, teacher. Grounds: 
Unimproved and poorly kept. No playground equipment. Build- 
ing: One room; value, $300.00; improperly and insufficiently 
lighted; vmpainted. Equipment: No maps; no globes nor other 
necessary teaching helps. One surface toilet. 

SPRING HILL NO. 2— Miss Norma Miller, teacher, Metcalfe, Ga. 
Grounds: Beautiful oak grove. Building: Former tenant house. 
Absolutely unsuited to school purposes. Equipment: Double home- 
made desks; no blackboard; no charts, no maps nor teaching 
equipment. (School was not in session when survey was made.) 

SHERROD— Teacher: Miss Delia Hancock, Thomasville, Ga. Merrill- 
ville three miles west. Grounds: Open country; good play 
grounds; no gardens; well on school grounds; 2 surface toilets. 
Building: $350.00 value; one room; no cloak rooms; condition 
fair; good ventilation; unpainted. Equipment: Home made 
desks; 2 black boards; no other equipment. Organization: One 
teacher; 40 enrolled; school year of 5^2 months. 

ENON — Teacher: Mrs. E. V. Golding, Pavo, Georgia. Five miles 
southwest to Coolidge. Grounds: Area, one acre; well kept; no 
play equipment; no gardens; two surface toilets, well kept. Build- 
ing: Value $600.00; one room; insufficient and improper lighting; 
well kept; no cloak rooms; unpainted. Equipment: Double home- 
made desks; poor blackboards; a reference dictionary; a primary 
chart; no other equipment. Organization: One teacher; seven 
grades; 54 enrolled; 5% months school year; $467.50 for main- 
tenance. 

» 

FIVE FORKS — Mrs. Golden. Grounds unimproved and poorly kept. 
No school garden. Building: One room; new; improperly light- 
ed; unceiled; unpainted; no cloak rooms; fairly well kept. Equip- 
ment: Rough, home-made desks; poor blackboards; no charts; no 
globes; no library nor reference dictionary. Organization: One 
teacher; seven grades; 43 pupils enrolled; five and one-half 
months school term. 

34 



LAW — Teachers: Miss Oce Warren, Miss Rosalie Wiggins, Meigs, 
Ga., Route 3. Center Hill 2^/2 miles southwest; 4 miles to Meigs. 
Grounds: Area, 2 acres; fenced; no equipment for play; flower 
and vegetable gardens; two surface toilets. Building: Two 
rooms; insulTicient lighting; two cloak rooms; painted outside. 
Equipment: Double patent and home-made desks; painted boards; 
one map; a globe; a few framed pictures; no charts; a small 
library; a reference dictionary; a teacher's desk. Organization: 
Two teachers; 8 grades; 42 enrolled; no programs posted; 8 
months school year; $840.00 for maintenance. 

CENTRAL SCHOOL— Teacher: Mrs. Sadie Rehberg, Ochlocknee, Ga.; 
Route 2. Area: One acre; ground unimproved; no play ground 
equipment; no school gardens; spring on ground; surface toilet in 
bad condition. Building: One room; no cloak rooms; house un- 
painted; home-made double desks; three small blackboards; no 
charts, no globe, no dictionary, no library. Organization: One 
teacher; six grades; 24 recitation periods; 58 enrolled. Total 
maintenance $412.50. Two and a half miles to Mclntyre; 2 miles 
to Stanaland. 

SINGLETERRY— Teacher: Miss Mary Alice Wade, Boston, Ga. Four 

miles to Barnett's Creek; Pine Creek 3 miles east; miles 

north to Spring Hill. Grounds: Area, one acre; level and en- 
closed; unimproved; open well on grounds; no play equipment; 
play supervised; vegetable and flower gardens; one surface toilet 
(one toilet burned), will be put in good condition. Building: One 
room; insuflficient lighting; well kept; in bad repair; unpainted. 
Equipment: Double patent desks; slate-cloth blackboards; teach- 
er's table; an organ; no other equipment. Organization: One 
teacher; 8 grades; 36 enrolled; 32 recitation periods; canning and 
pig clubs; six months school year; $480.00 per annum for main- 
tenance. 

HOBBS SCHOOL— Teacher: Miss Irma Zeigler, Thomasville, Ga. 
McGraw 2^2 miles east; Patten 2% miles northeast. Ground un- 
improved, but well kept; supei-vised play; no play equipment; no 
school gardens; two surface toilets. Building: One room, im- 
properly lighted; comparatively new; not painted. Equipment: 
Single patent desks, hyloplate blackboard; organ; one primary 
chart; teacher's desk. Organization: One teacher, eight grades, 
35 enrolled, 35 recitation periods; program posted; school year 
5V2 months; $412.50 per annum for maintenance. 

PATTEN— Teachers: Miss Alice Raiford, Miss Leafy May Stevenson, 
Pavo, Ga. Hobbs 2^4 miles northeast; Pleasant Grove 2^2 miles 
southeast; three miles southwest to Prospect. Grounds: Area, 
one acre; title in County Board of Education; level but unim- 
proved; open well; no play equipment; supervised play; no school 
garden; two surface toilets (in bad condition). Building: Two 
rooms; improperly lighted; well kept; unpainted. Single patent 
desks; slate cloth blackboard; a teacher's table; a few framed 
pictures; one map. Organization: Two teachers; seven grades; 
103 enrolled; 27 recitation periods; canning and poultry clubs; 
school year 5^/2 months. $687.00 for maintenance. 

36 



PINE HILL— Pebble Hill School 2 miles east; Union Hill 2 miles 
north; Spring Hill 2i^ miles south. Teacher: Miss Marie Hale, 
Ochlocknee, Ga. Building and land owned by individual. Grounds 
unimproved; no play equipment; water secured from neighboring 
well; no school garden; one surface toilet in bad condition. Value 
of house $300.00; in bad condition; improperly lighted; unpainted. 
Equipment: Double home-made desks; no blackboard; no charts; 
no globes; no pictures; no library; no reference dictionary; a 
teacher's table. Organization: One teacher; seven grades; 29 en- 
rolled; 20 recitation periods; school year, 5V2 months; $275.00 
maintenance. 

LITTLE FLOCK— Teachers: G. S. Bramblett, Miss Bessie Ward, 
Boston, Ga. Grounds: Area, 2 acres; titles in local trustees; well 
kept; plav supervised; no play ground equipment; no gardens; two 
surface toilets (bad condition). Building: Value, $700.00; 2 
rooms, poorly lighted; unceiled; clean; unpainted. Equipment: 
Home-made desks, but insufficient number; one small blackboard; 
no maps, no globes, no charts, etc. Organizations: Two teachers; 
7 grades; enrolled 54; 18 recitation periods; program posted; 
clubs; 5V2 months school year; $770.00 maintenance. Eleven miles 
south to Boston; 5 miles to MacLean; 10 miles to Metcalf. 

NEW PINE CREEK— Teachers: Miss Esther Cook, Miss Irene Har- 
ris, Thomasville, Ga. Ochlocknee, three miles north; Singleterry, 

5 miles west. Grounds: Area llz acres; titles; ; no 

play ground equipment; no school gardens; water from open well; 
two surface toilets. Building: Value, $1,000.00; 2 rooms; cheap 
material and poorly constructed; improperly lighted; unpainted. 
Equipment: Single patent desks; poor blackboards; a reference 
dictionary; one primary chart; no other equipment. Organiza- 
tion: Two teachers; seven grades; enrollment 71; recitation pe- 
riods 21 and 15; 5% months school year; $770.00 maintenance. 

MacLEAN — Teacher: Mrs. M. J. Lee, Boston, Ga. Seven miles south 
of Boston; 4 miles to Little Flock; play ground equipment and 
supervised play; no school garden; no toilets. Building: Value 
$250.00; one room; unpainted. Equipment: Home-made desks; 
Blackboards; maps, charts, a small dictionary. No other equip- 
ment. Organization: One teacher, 7 grades; 22 enrolled; 35 reci- 
tation periods; 5 ¥2 months school year; maintenance $247.50. 

ST,\NALAND SCHOOL— Teachers: C. E. Duggar, Miss Fannie Col- 
lier, Ochlocknee, Ga. Grounds, 2 acres; tittles in Local Trustees; 
level, enclosed, but unimproved; no play equipment; two surface 
toilets. Building insufficiently lighted; no cloak rooms; painted 
inside; double patent and home-made desks; a few unframed pic- 
tures; a book case; no other equipment. 

ANTIOCH SCHOOL— Miss Anna Ramsey, teacher, Boston, Ga. 
Grounds: Clean and well kept; supervised play. Building: 
(teaching in church). Equipment: Desks made on back of church 
benches; no blackboards, maps, charts, globes, etc. Organization: 
One teacher, 5 grades, 17 enrolled; 25 recitation periods; 5V2 
months school year; a canning club; $302.50 per year maintenance. 
Five miles to Boston; 3 miles to McLean. 

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